Aboriginal and Torres Strait music program · Web view4.7 demonstrates an understanding of musical concepts through listening, observing, responding, discriminating, analysing, discussing

| NSW Department of Education

Aboriginal and Torres Strait music program

Course: Stage 4 (Mandatory course)

Topic: Aboriginal and Torres Strait music

Unit duration: 1 term

Date commenced:

Date completed:

Unit outlineIn this course, schools and students will connect with local/regional AECG and Aboriginal Elders to learn about the characteristics of Aboriginal music and the importance of language and the arts for maintaining culture. Students will be encouraged to study music within its cultural context and recognise the coexistence of both traditional and contemporary Aboriginal Music. Students will then consider the role of music within their own cultural heritage and create a podcast celebrating their diversity for Harmony Day.

education.nsw.gov.au

Focus outcomesPerformanceStudents will develop knowledge, understanding and skills in the musical concepts through performing as a means of self-expression, interpreting musical symbols and developing solo and/or ensemble techniques.

4.1 performs in a range of musical styles demonstrating an understanding of musical concepts 4.2 performs music using different forms of notation and different types of technology across a broad range of musical styles 4.3 performs music demonstrating solo and or ensemble techniques.

Music 7-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2003.

ListeningStudents will develop knowledge, understanding and skills in the musical concepts through listening as a means of extending aural awareness and communicating ideas about music in social, cultural and historical contexts.

4.7 demonstrates an understanding of musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas.

4.8 demonstrates an understanding of musical concepts through aural identification and discussion of the features of a range of repertoire.

4.9 demonstrates musical literacy through the use of notation, terminology, and the reading and interpreting of scores used in music selected for study.

4.10 identifies the use of technology in music selected for study, appropriate to the musical context.


2 Aboriginal and Torres Strait music program

CompositionStudents will develop knowledge, understanding and skills in the musical concepts through composing as a means of self-expression, musical creation and problem-solving.

4.4 demonstrates an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and composing.

4.5 notates composition using traditional and/or non-traditional notation. 4.6 experiments with different forms of technology in the composition process.


Values and AttitudesStudents will value and appreciate the aesthetic value of all music and the enjoyment of engaging in performing, composing and listening

4.11 demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an artform. 4.12 demonstrates a developing willingness to engage in performing, composing and listening experiences.


Learning IntentionsThrough studying this unit students will be able to:

Perform through singing, playing and moving to a range of repertoire Perform musical composition and arrangements individually and or in groups Perform music that uses different forms of musical notation Experiment and improvise both individually and in groups using Stories of the Dreaming as a stimulus Organise musical ideas into simple compositions in groups Explore forms of musical notation as a method of recording their own musical ideas Listen to and analyse a range of repertoire

© NSW Department of Education, Sep-2320 3

Identify how the concepts of music have been used and manipulated in a range of repertoire Respond to the range of repertoire used in listening.

Cross curriculum contentWithin this unit, cross curriculum content is addressed in the following ways:

Information and communication technologies (ICT)Throughout the study of this unit, students will engage with recording equipment to record a podcast and composition.

LiteracyMusical literacy is acquired and developed through performance, listening and composition skills. Literacy skills are strengthened through Do Now activities and also developed through the scaffolding of written responses, with differentiation applied in order for students to be able to write an aural response.

NumeracyPatterning, sequencing and the mathematical principle of repetition are essential components of listening skills and musical composition and align carefully with the key competency of using mathematical ideas and techniques. There are also specific lessons that explore interpreting and representing data and time progressions trough specific numeracy target lessons.

MulticulturalStudents develop skills identifying, observing, describing and analysing characteristics of Aboriginal music and apply this understanding to their performances, compositions and written analysis’. Through this they develop a deep understanding of the diversity of cultures and contexts of composers, performers and audiences.


Key competenciesKey competencies are embedded in the music curriculum to enhance student learning. The key competencies of collecting, analysing and organising information, communicating ideas and information, and planning and organising activities are integral to the nature of music education and are inherent in the group activities provided within this unit. Students work as individuals and in ensembles in classroom activities, and through this, the key competency of working with others and in teams is addressed. Music provides a powerful medium for the development of general competencies considered effective for the acquisition of effective, higher-order thinking skills. These skills are necessary for further education, work and everyday life. The composition, listening and performance activities provided in this unit requires students to consistently engage in problem-solving, thus addressing the key competency of problem solving.

GenderStudents in the mandatory course will focus on the musical achievements of female and male composers and performers.

AssessmentThis unit includes many opportunities to assess the key learning areas of composition, listening and performance.

In performance:

engage in performance through contributing creative improvisations to class and group composition activities. perform a song by a contemporary Aboriginal performer on classroom instruments.

In composition:

engage in class improvisation, contributing performance ideas. contribute to a group composition using a Story of The Dreaming as a stimulus. organise musical ideas using graphic notation. select and add appropriate music to discussion of own culture podcast.


extension: compose music using loops and samples that reflects own culture.

In listening:

actively contribute to class discussions with insightful aural observations. Complete a variety of listening activities. Identify music from own culture and successfully outline all of the musical characteristics.

Resources Music 7-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New

South Wales, 2003 Aboriginal Music Do Now Literacy Activities Booklet (DOCX 247KB) Characteristics Tally Activity (DOCX 72KB) Listening to Contemporary Aboriginal Artists response template (DOCX 76KB) Tiddalick the Frog-Graphic notation activity for The Dreaming (DOCX 177KB) Gapu by Yothu Yindi (00:02:43) date accessed 08/09/2020 Aboriginal Chants (Male Chanting Version) (00:00:32) date accessed 08/09/2020 Traditional Didgeridoo Rhythms by Lewis Burns (00:03:29) date accessed 08/09/2020 Aboriginal dance show - Australia Stories of The Dreaming. Suggested titles from Scholastic;

o The Echidna and the Shade Treeo The Bat and the Crocodileo Dunbi the Owlo Warnayarra the Rainbow Snakeo The Kangaroo and the Porpoiseo How the Birds for their Colourso When the Snake Bites the Sun


https://edit.education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/key-learning-areas/creative-arts/7-12/creativearts-music-aboriginalmusic-tiddalickthefrog-s4.docx

https://edit.education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/key-learning-areas/creative-arts/7-12/creativearts-music-aboriginalmusic-contemporaryaboriginalartiststemplate-s4.docx

https://edit.education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/key-learning-areas/creative-arts/7-12/creativearts-music-aboriginalmusic-characteristicsofaboriginalmusic-s4.docx

https://edit.education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/key-learning-areas/creative-arts/7-12/creativearts-music-aboriginalmusic-literacybooklet-s4.docx

o How the Kangaroos got their Tailso Or contemporary stories from Magabala Books accessed 03/11/2020.

My Island Home performed by Christine Anu-Ultimate Guitar date accessed 08/09/2020 Follow the Sun by Xavier Rudd - Ultimate Guitar date accessed 08/09/2020 We Got Love performed by Jessica Mauboy, Ultimate Guitar date accessed 08/09/2020 All Music Artist Biography Bloodlines Yothu Yindi ABC The Writing, the impact and the legacy of Yothu Yindi's 'Treaty' (also has 11 min podcast) Yothu Yindi- Treaty (Original Version) (00:03:38) accessed 04/11/2020 Yothu Yindi - Treaty (Filthy Lucre Radio Edit) (00:04:07) accessed 04/11/2020 .

EvaluationAfter you have taught the unit of learning, record your evaluation of the unit and any variations you implemented or would choose to implement the next time you teach the unit:

Evaluation may include consideration of the following: student understanding of the content and engagement with the content time allocated for the unit student acquisition of skills and whether the learning intentions and outcomes were met opportunities for student reflection on learning opportunities for peer feedback and implementation of teacher feedback to further improve their results appropriate sequencing of activities suitability of resources and variety of teaching strategies and assessment differentiation strategies implemented literacy and numeracy strategies used and their overall success in achieving outcomes


Learning sequenceKey:

P – performance L – listening C – composition

Program codingQuality Teaching

Intellectual Quality Quality Learning Environment Significance

IQ1 Deep knowledge IQ2 Deep understanding IQ3 Problematic knowledgeIQ4 Higher-order thinkingIQ5 MetalanguageIQ6 Substantive communication.

QLE1 Explicit quality criteria QLE2 Engagement QLE3 High expectations QLE4 Social supportQLE5 Students’ self-regulationQLE6 Student direction.

S1 Background knowledge S2 Cultural knowledge S3 Knowledge integrationS4 InclusivityS5 ConnectednessS6 Narrative.

8 ways of learning

Story telling learning maps non-verbal symbols land links deconstruct/reconstruct non linear

community links.


4CsC1: Collaboration

C2: Creativity

C3: Communication

C4: Critical thinking.

Term 1

Outcomes Syllabus con-tent

P L C Teaching Strategies Resources Registration

4.11, 4.12 Music that re-flects the di-versity of Aus-tralian culture

x Hook EventConnect with your local AECG to find an Elder to com-mence the unit with a Welcome or Acknowledgement to Country as a sign of respect. Explain to students the meaning and importance of the Welcome to Country and why it is important to start this unit of work with one. Seek advice from the Elder about how Music was/is used in the local Aboriginal Community. If possible have Elder explain/demonstrate.QT: QLE2, S1, S2, S5, S6

8 Ways:

Consider an Aboriginal Performance/Workshop Experience;Aboriginal Incursions accessed 04/11/2020Young Australia Per-spectives accessed 04/11/2020


https://youngausperspectives.com.au/

https://youngausperspectives.com.au/

https://aboriginalincursions.com.au/



4.7, 4.8 Music that re-flects the di-versity of Aus-tralian culture.Concepts of mu-sic.

X Characteristics of Aboriginal Music (1 lesson)Learning Intention: think how and why Aboriginal Music is unique.Do Now: Characteristics of Aboriginal Music Do Now Lit-eracy Lesson. (Literacy-Writing Focus-punctuation and spelling) LessonClass Discussion: what do you already know about Ab-original Music? This could be done as a think-pair-share/bus stop/texta talk.Activity 1-Individually or in pairs students will listen to 5-6 ex-amples of Traditional Aboriginal Music and complete a characteristics tally card (Numeracy-Interpreting and Representing Data-progressions IRD 2.1, 2.2, 4.2, 4.3, 5.1, 5.2). Students put a mark for each characteristic they hear in each excerpt. This could be done at listen-ing stations with students moving around the room to complete the activity.2- In small groups, students reflect on their tally and dis-cuss which characteristics scored highest.3-As a group, devise a list of common Aboriginal Music characteristics.4-Swap with another group and discuss similarities and differences.5- As a class devise a set of common Aboriginal Music Characteristics that can be displayed in the classroom for the remainder of the unit, perhaps as a Graffiti Wall. Exit Ticket: Reading Focus – understanding texts – Making Connections – Interactive Journal. In groups of 3, students reflect on their learning today by completing an Interactive Journal answering the Learning Intention

Do Now Literacy Book-let

Characteristics Tally activity

Listening SuggestionsGapu by Yothu Yindi (00:02:43) date ac-cessed 08/09/2020Aboriginal Chants (Male Chanting Ver-sion) (00:00:32) date accessed 08/09/2020Traditional Didgeridoo Rhythms by Lewis Burns (00:03:29) date accessed 08/09/2020Aboriginal dance show - Australia (00:07:21) date accessed 08/09/2020


https://www.youtube.com/watch?v=OhyKsEn6_So

https://www.youtube.com/watch?v=OhyKsEn6_So

https://www.youtube.com/watch?v=yG9ZX1FS20A&t=98s



https://www.youtube.com/watch?v=yLZjGD3S95U



https://www.youtube.com/watch?v=BUiDGYSiRMg



“How and why is Aboriginal Music unique?”NB-Interactive Journals-each student reflects and write their own opinion. Must- complete in pairs. Should-Groups of 3, one sheet per group, each person writes opinion and then write a conclusion as a group.Could-Groups of 3, each child has their own sheet, col-lects 3 opinions and then writes conclusion individually.Extension: students create their Aboriginal Music Char-acteristics poster using Canva. (ICT)QT: IQ3, QLE 1,2,3,4, S1,2,3

8Ways: 4Cs: C1, C4

4.9, 4.2, 4.12 Concepts of mu-sic- duration, dy-namics and tone colour.

X X X The Dreaming Composition/Graphic Notation (5-6 Les-sons)Lesson 1 PerformanceLearning Intention: Connect with and interpret graphic notation to make a Story of The Dreaming come to life with sounds.Do Now: Lesson 1 The Dreaming Do Now Literacy Les-son. (Literacy -Writing Focus- Punctuation and Spelling) Lesson1-Read Tiddalick the Frog to the class. 2-Noticing activity: Look at the Graphic Notation for a composition of ‘Tiddalick the Frog’. Have students brain-storm on the board everything they notice. 3-Briefly discuss music concepts tone colour, duration, dynamics and reflect how these are represented in the graphic notation. Colour code these concepts in the ori-

Do Now Literacy Book-letTiddalick the Frog-Graphic notation activ-ity




ginal brainstorm on the board. Questions;What instruments are in this song?How do I know when to play my instrument?How do I know how loud to play?4-Pose question to students-what elements are missing from this score?Questions:How do we get the story across?How do we stay in time with each other?Should there be a narrator? What will they say? Etc5- Create a performance of this Story of The Dreaming following the Graphic Score. This could be done as an entire class performance or in small groups depending on the dynamic of your class. Must: participate in discussion and performance.Should: actively participate in discussion and perform-ance by contributing ideas.Could: contribute ideas and lead/direct class or group performance.Exit Ticket: reflection on a post-it note; what are three things you learned today?QT: IQ5, QLE2,3,4, S1,2,4,5

8Ways: 4Cs : C2 C4

4.4, 4.12 Structure X X Lesson 2-3 Class composition2-Improvisation





Learning Intention: build new ideas through composition using graphic notation and Stories of The Dreaming.Do Now: Lesson 2 The Dreaming Literacy Do Now Activities. (Literacy-Writing Focus- Adjectives)Lesson1- Invite Aboriginal parents or AECG members to tell their story of the local area. Care must be taken that the person has permission to share or tell story from an Elder of the local area. NOTE-you may also seek per-mission to film this if needing to use across multiple class groups. 2-Reading Focus – understanding texts - Summarising- Three-circle map – let students see the text of the story (smartboard or individually printed) to complete a Three-circle map in pairs, drawing the significant events of the story.3- Bus stop – students feedback the parts of the story that stood out to them and brainstorm on the board.4-as a class decide how to create the soundscape for the story:Based on the eventsBased on the charactersBased on the characters and events.5- outline a very basic structure based on the choice above. 6- re-read the story for the class improvise the sounds using classroom percussion/body percussion/vocal sounds.Exit Ticket: reflection – 2 stars and a wish – what are two things you liked and one thing you would change about our improvised composition?QT: IQ3, QLE1,2,3,4, S2,3,4,5,6

Invite Aboriginal par-ents or AECG mem-bers




8Ways: 4Cs: C1 C2 C3

4.5, 4.2 Structure, tone colour, duration, dynamics.

X X 3-Graphic NotationLearning Intention: build new ideas through composition using graphic notation and Stories of The Dreaming.Do Now: Complete Lesson 3 of The Dreaming Literacy Do Now Activities. (Literacy – Writing Focus – noun groups) Lesson 7- Revisit summary of story/structure of composition from previous lesson and write on board. Also put all student’s wishes on the board in a list. Discuss composi-tion and list of wishes. 8 - revisit concepts of music tone colour, duration and dynamics. How will these be reflected in our graphic score?(ICT option-students may which to create their score di-gitally using a graphic-based program.)9 – Numeracy– time -progressions MeT 3.1, 4.3 –alloc-ate time to each section of the story adding up to 60 seconds total. 10 – Give students a template for their scores and have them add in the time allocations and sections of the story.11 – devise a key and begin graphic notation. 12 – practice performing reading own score and per-forming as a class or if completed in groups swapping scores to interpret and perform. Must: participate improvisation and work with class on graphic notation.





Should: share ideas and actively participate in impro-visation; complete the graphic notation task in small group.Could: actively contribute ideas and lead a section of the improvisation. Lead group in graphic notation activity.Exit ticket: graphic notation of the Story of The Dream-ing submitted to be displayed in the room.QT: IQ3, 5, QLE 1,2,3,4,5, S2,3,4,5,6

8Ways: 4Cs: C1, C2

4.4 Structure X Lesson 4-6 Group Story of The Dreaming Composition4-OrganisationLearning Intention: Commit to your group and show initi-ative as you explore new possibilities and perspectives to create your own Story of The Dreaming Composition.Do Now: Complete lesson 3 of The Dreaming Literacy Do Now activities. (Literacy – verbs) LessonActivity overview- Students to form groups to create their own composition of a Story of The Dreaming (2-3 Lessons to create and then perform for class). Students may use any sound source available to them including creating instruments from things outside.Choose group members.In groups, students to research some Stories of The Dreaming. Reading Focus – understanding texts - visualising- Story Wheel – students to break down the story into 6-8 events and draw a picture of each event on the story wheel

Do now Literacy Book-letStories of The Dream-ingSuggested titles from Scholastic;The Echidna and the Shade TreeThe Bat and the Cro-codileDunbi the OwlWarnayarra the Rain-bow SnakeThe Kangaroo and the PorpoiseHow the Birds for their ColoursWhen the Snake Bites the SunHow the Kangaroos got




Decide how to retell the story through sound:Based on the events.Based on the characters.Based on the characters and events.Should there be a narrator? What will they say?What instruments/sounds will you use?Exit ticket: complete group contract. Information must in-clude;Who is in the group?What story have you chosen?Story WheelHow will your story be told?What sounds will you use?Group member roles.QT: IQ3, QLE 1,2,3,4,5,6, S2,4,5,6

8Ways: 4Cs: C1, C3, C4

their TailsOr contemporary stor-ies from Magabala Books accessed 03/11/2020

4.4, 4.5 Structure, tone colour, duration, dynamics.

X X 5- Experimenting and notatingLearning Intention: Commit to your group and show initi-ative as you explore new possibilities and perspectives to create your own Story of The Dreaming Composition.Do Now: complete Lesson 5 The Dreaming Literacy Do Now activities. (Literacy –writing focus - the sentence subject)LessonStudents work in groups to improvise and experiment with sounds.Organise their sounds into the sequence of the story.



https://www.magabala.com/pages/education

https://www.magabala.com/pages/education



Numeracy Focus- Create Graphic notation for the story using given template.Practice performing composition.Complete student Gallery Walk to peer critique graphic scores giving warm and cool feedback.Exit TicketReflect on your peer feedback and create two stars and one wish that you would be happy to change from the feedback.Submit graphic notation.QT: IQ3,4, QLE 1,2,3,4,5,6, S2,3,4,5

8Ways: 4Cs: C1, C2, C3, C4

4.2, 4.3, 4.9 X X X 6-Perform and ReflectLearning Intention: Commit to your group and show initi-ative as you explore new possibilities and perspectives to create your own Story of The Dreaming Composition.Do Now: Complete lesson 6 The Dreaming Literacy Do Now activities. (Literacy – Writing Focus – subject posi-tion)Lesson (Literacy Focus – speaking)Each group will:*Present and explain graphic notation to the class. (sug-gestion: teacher has scanned for displaying on the smartboard from submission previous lesson)*Perform their composition for the class.Exit Ticket: individual task reflection.QT: IQ 3,4,5,6, QLE 1,2,3,4,6, S2,3,4,5,6





8Ways: 4Cs: C1, C2, C3

4.7

Music that re-flects the di-versity of Aus-tralian culturePitch

X

Contemporary Aboriginal Performers (2 lessons)Lesson 1 MelodyLearning Intention: think why and how a composer uses melody.Do Now: Contemporary Aboriginal Performers Do Now activity 1. (Literacy- Reading Focus – understanding texts – Summarising) LessonTexta Talk-who are the Aboriginal Performers you know and what type of music do they perform? Bus Stop back.Introduce Melody terminology.Create word bank.Teacher or students to choose a song by an Aboriginal performer and complete Melody Listening activity.Exit Ticket – completed activityQT: IQ1,2,5, QLE1,3, S1,3

8Ways: 4Cs: C3, C4

Do Now Literacy Book-let.Contemporary Abori-ginal Artists Listening Template.

4.7 Duration X Lesson 2 RhythmLearning Intention: think why and how a composer uses rhythm. Do Now: Contemporary Aboriginal Performers Do Now activity 2. (Literacy- Reading Focus – Questioning) Introduce rhythm terminology.

Do Now Literacy Book-let.Contemporary Abori-ginal Artists Listening Template.




Listen to a piece by Yothu Yindi. Identify and compare the use of rock and Aboriginal mu-sic characteristics. Complete Rhythm Listening activity. Exit Ticket: completed activity.QT: IQ1,2,5, QLE1,3, S1,3

8Ways: 4Cs: C3, C4


X Performance LessonsLearning Intention: connect with and interpret music notation to learn to play song by contemporary Abori-ginal artists.Overview: Students learn to play song/s by a contem-porary Aboriginal Performer.Teacher to determine how to deliver this based on class dynamic and student ability: Class performance-teacher ledIndividual/small group performances-student self-direc-tion

QT: IQ3,4, QLE 1,2,3,4, S2,3,4,5

8Ways: 4Cs: C2

Suggestions:My Island Home per-formed by Christine Anu-Ultimate Guitar date accessed 08/09/2020Follow the Sun by Xavier Rudd - Ultimate Guitar date accessed 08/09/2020We Got Love per-formed by Jessica Mauboy, Ultimate Gui-tar date accessed 08/09/2020Baker Boy, Thelma Plum, Emily Wur-ramara and JK-47 are also good contempor-ary artists to consider

4.8, 4.7, 4.10 Music that re-flects the di-versity of Aus-

X Yothu YindiLearning Intention: Show empathy through understand-

Gapu by Yothu Yindi (00:02:43) date ac-


https://www.youtube.com/watch?v=BUiDGYSiRMg

https://tabs.ultimate-guitar.com/tab/jessica-mauboy/we-got-love-chords-2339141



https://tabs.ultimate-guitar.com/tab/xavier-rudd/follow-the-sun-chords-1728544



https://tabs.ultimate-guitar.com/tab/christine-anu/my-island-home-chords-1963743





tralian culture.Concepts of mu-sic.

ing the first band to create a fusion between popular mu-sic and traditional Aboriginal Music. Do Now: Listen to “Gapu” by Yothu Yindi and reflect on the characteristics of Aboriginal Music list you made in lesson 1. What Characteristics of Aboriginal Music can you hear in this song?LessonRevise characteristics of Aboriginal Music. Re-listen to ‘Gapu’ and point out some of the features as you listen. Discuss the word fusion and what it means.Reading Focus – understanding texts – predicting – an-ticipation guide before reading one of the articles on Yothu Yindi’s ‘Treaty’ complete an anticipation guide to direct the students reading. Depending on the chosen article and student literacy level, statements on the guide could include:Yothu Yindi were the first Aboriginal Rock Band.Yothu Yindi wanted to remind Australia that Aboriginal Culture was still alive.The fusion of Rock and Aboriginal music does not work.‘Treaty’ writers included Midnight Oil’s Peter Garret and Paul Kelly.‘Treaty’ was not successful until it was remixed.The remix of ‘Treaty’ was a popular dance club song.Read an article on Yothu Yindi and ‘Treaty’.Listen to both the original and Filthy Lucre’s remix of “Treaty”.Students to complete a table like the one below.

cessed 08/09/2020Article suggestionsAll Music Artist Bio-graphyBloodlines Yothu YindiABC The Writing, the impact and the legacy of Yothu Yindi's 'Treaty' (also has 11 min pod-cast)Yothu Yindi- Treaty (Original Version) (00:03:38) accessed 04/11/2020 Yothu Yindi - Treaty (Filthy Lucre Radio Edit) (00:04:07) ac-cessed 04/11/2020


https://www.abc.net.au/doublej/music-reads/features/the-story-of-yothu-yindis-treaty/11295338



https://bloodlinesmusic.com.au/artists/yothu-yindi/

https://www.allmusic.com/artist/yothu-yindi-mn0000964089/biography

https://www.allmusic.com/artist/yothu-yindi-mn0000964089/biography



Think Pair Share – Do you think ‘Treaty’ would have had an impact on young people if Filthy Lucre did not remix it?Bus stop back.Exit Ticket: complete and hand in Anticipation Guide.QT: IQ1,3,5,6, QLE1,3, S1,2,6

8Ways: 4Cs: C3, C4


Aboriginal Music ReportLearning Intention: Connect with the work you have completed on Aboriginal Music to write an information report.Do Now: in pairs students complete a mind map about Aboriginal Music using subheadings:What are songs about?Aboriginal Instruments.Characteristics of traditional Aboriginal Music.Contemporary performers and Aboriginal music today.Lesson – Literacy – Writing Focus – creating texts – in-formative indicators Revise key concepts learnt about Aboriginal Music in this topic.Discuss the structure/type of writing/formality of an in-formation report.




Co-construct a scaffold for an Information Report on Ab-original Music with the students on the board using the mind map as a guide.Model 1-2 paragraphs.Guide Paragraph 3 through co-construction.Students complete paragraph 4 and conclusion inde-pendently. Exit Ticket: completed report.QT: IQ 1,2,5,6, QLE1,3,4,5, S1,2,6

8Ways: 4Cs: C3, C4

4.11, 4.7, 4.4, 4.6 Music that re-flects the di-versity of Aus-tralian culture

X X Project - Explore your own culture- Harmony Day Pod-cast (3-4 lessons)Learning Intention: Be interested and resourceful to in-vestigate and share the music of your own cultural herit-age.Do now-quick search-what is Harmony Day? How can we celebrate diversity?Lesson / Project – Literacy – writing focus – creating texts – informative indicators Students research and write an essay about the music of their cultural background. Essay to cover:My cultural background is _______________My (parents/grandparents/great grandparents etc) came here in (year) to/for_________________(reason they came here...eg: a better life, work, family, sent here as convicts).The traditional music of ___________(country) consists




of .........(instruments, voicessounds etc).List some other musical characteristics.Discuss the importance of music within the culture. Students will then record themselves reading their essay and add music from their culture in the background. This recording will be converted into a Podcast which will be published to the school social media to celebrate the di-versity of our school for Harmony Day. Schools may also upload exemplary student work to the State-wide staffroom for the podcasts to be collated shared via Cre-ative Arts Curriculum 7-12 social media to celebrate the diversity in NSW Public Schools for Harmony Day.Extension: students create own composition that reflects cultural heritage by using loops and samples on a pro-gram such as Soundtrap or Garage Band.Masterclass suggestions:Research and essay writing-model the process writing an essay about the music of your own culture.What is a Podcast? And How to create a podcast.Composition using loops and samples.QT: IQ2,4,5,6, QLE 1,2,3,4,5,6, S1,2,3,4,5,6

8Ways: 4Cs: C2, C3


Aboriginal and Torres Strait music program · Web view4.7 demonstrates an understanding of musical concepts through listening, observing, responding, discriminating, analysing, discussing

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